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1
Kiddle, Rebecca. "Learning outside the box : designing social learning space." Thesis, Oxford Brookes University, 2011. https://radar.brookes.ac.uk/radar/items/f7b36f17-cf4f-4590-8dd7-e6df3ecfc1d2/1/.
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Social learning theory asserts that learning involves constructing knowledge through dialogue with others. Traditional learning spaces designed with didactic pedagogies in mind are often not flexible enough to cater to the range of social learning activities promoted by educationalists in classrooms today. This thesis investigates the interaction between social constructivist theories of learning and urban design, developing a body of social learning space design theory as well as space design principles which foster social learning in a university setting. The research uses an 'Enquiry by Design' methodology to develop the principles, basing this enquiry on two case studies: (i) a pilot study analysing an existing social learning space; the Simon Williams Undergraduate Centre, and (ii) an ongoing masterplanning project at Oxford Brookes University's Gipsy Lane campus, Space to Think.
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Allison, Chelsea B. "Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157599/.
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The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure in order to allow for greater successes in the long run.
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Nielsen, Niels Bech. "Using electronic voting systems data outside lectures to support learning." Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/46/.
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Thesis (MSc. (R)) - University of Glasgow, 2007.<br>MSc. (R) thesis submitted to the Department of Computing Science, Faculty of Information and Mathematical Sciences, University of Glasgow, 2007. Includes bibliographical references.
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Taylor, Teresa Brooks, Jamie Branam Brown, and Mary R. Langenbrunner. "Outside the Four Walls: Incorporating Service Learning into the Curriculum." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3469.
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Bosmans, Daniel. "Learning French pronunciation outside the classroom : a sound pedagogical experience?" Thesis, Open University, 2013. http://oro.open.ac.uk/54729/.
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New technologies have revolutionised the way people learn. In language learning, using a web-conferencing system is a relatively new development, and acquiring pronunciation skills in a virtual environment even more so. The central question of this exploratory study is whether learning pronunciation outside the classroom is a pedagogically sound experience. The focus is on learners: their emotions, with a particular emphasis on Foreign Language Anxiety (FLA), and the strategies they use to learn pronunciation on their own and with others in a new on line environment. Macdonald et al. (1994) contended that second language (L2) pronunciation needed more research and over the years, more studies have explored the effectiveness of pronunciation teaching (see Munro and Derwing, 2011; for a review of L2 pronunciation teaching). The present study also looks at L2 pronunciation but investigates the learning of it in a non-conventional setting. The mixed-method research approach in this study, grounded in a post-positivist paradigm, involved two quantitative instruments: a questionnaire and a recorded reading activity of a text; and two qualitative instruments: think-aloud verbal protocols (TAPs) and semistructured interviews. Participants who were involved in every stage of the study were then the object of case studies as these 'can penetrate situations in ways that are not always susceptible to numerical analysis' (Cohen et al., 2003, pI81). The four different sources of data provided multiple perspectives on students' emotions and strategies when working on pronunciation in a vutual learning environment (VLE) or on their own, and these perspectives deepen our understanding of how distance learners can acquire good pronunciation skills outside the classroom.
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MacLeod, Fraser, and Pia Larsson. "Exposure to English outside the Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31838.
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This study attempts to outline the exposure to English language students between the ages of 14 and 16 experience in Swedish schools. Due to the relatively small scope of our study we have limited our parameters and concentrated on two schools with predominantly Swedish pupils. The aim was to establish the nature of English influence on teenagers in Swedish schools and then to examine whether this naturally occurring acquisition of knowledge is utilized in the more formal language learning environment of the classroom.We used a survey to get an overview of our topic and to help us establish patterns and trends of English language exposure amongst our target students. In order to further analyze our topic we conducted two group interviews.Our research shows that English has a great influence on Swedish children though perhaps not as much as we had first anticipated. While receptive acquisition is high, chances to actively produce the language remain low. It is also noted that while different types of English media is in fact utilized in the classroom, it may not be relevant or interesting to the students.
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Lee, Eunsil. "Learning Language and Culture outside the Classroom: Korean Study Abroad Students' Experience." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29577.
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This qualitative study examined seven Korean students' language and culture learning experiences in a study abroad context. The purpose of this study is to gain insight about the processes of students' social interactions and development of communicative competence outside the classroom. My understanding and learning was guided by the framework of various communicative competence models, interactional practices, sociocultural theory, and cultural learning processes.
The findings of the study show that participation in outside-the-classroom interactions enhances students' language and culture learning in study abroad situations. However, living or working with native speakers did not necessarily mean that there were meaningful interactions. Social interaction with native speakers was challenging for language learners because of the cultural distances, discontinuity, and conflicts between them. Despite the difficulties in social and cultural interactions in the target culture, active participation in social interactions was still an important factor in language and culture learning. Verbalizing cultural issues such as cultural differences, misunderstandings, and observations of the target culture was an indication of the learners' cultural awareness and development.
Students believed that knowledge of grammar was an important factor for successful communication. At the same time, students were anxious about misunderstandings and miscommunication. I found that students easily engaged in interactions with their international peers, and these were less stressful than interactions with native speakers. This peer interaction eventually created opportunities for language learning. Students expected native speakers to correct their errors and to take roles as teachers of the target language even outside the classroom, but they also learned to initiate self-repairs and to ask for help. Engagement is the key to making a good conversation. The underlying condition for engagement is negotiation between two interlocutors to understand meanings.<br>Ph. D.
8
Merry, Emma. "Preschoolers’ Social-Emotional Competency and Time Spent Outside of School." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1423310200.
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Ellison-Bourne, Catherine Norah Antonia. "Levelling the playing field and learning outside the box : a study of supported learning in post-compulsory education." Thesis, University of Reading, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.739379.
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The research reported here is a study of learning support in a further education college in the South of England. It arose, firstly, from the researcher’s personal experience as a learning support tutor at the college and as someone with disabilities, who has an extensive experience as a student and tutor in the education system, including herself receiving learning support. It also arose from the broader context of widening participation in post-compulsory education, as well as the important role the further education sector plays in that process and the extent to which it has included many students with disabilities and other disadvantages, which may lead to the need for support. Key questions addressed are the experience of learning support and positive and negative evaluations of that experience in one FE college from the perspectives of supported students, support tutors, and mainstream tutors. Issues of equity and fairness and the idea of a ‘level playing field’ were addressed both through the literature and in the data from the participants. The applicability and value of the ‘post-social’ model of disability was also considered. A wide range of literature has been considered including different arguments about effective approaches to provision, different models of equity and fairness, literature dealing with the social and post-social models and empirical studies of support provision in FE and HE. Data was gathered in one college by means of interviews and questionnaires completed by supported students, support tutors and mainstream tutors. There was also a small scale survey of provision in other colleges to set the context for the detailed study. In general, all three groups were positive about support at the college although many concerns and criticisms also emerged. A general consensus was found in favour of all students having some form of support and has gained ground from the idea of support only being available for assessed/screened learners. The data comparison yielded a fruitful debate concerning the nature and limits of support and how to level the playing field. Mainstream and support tutors and supported students were all concerned about supported learners becoming too dependent. Mainstream and support tutors were concerned about the dividing line between supported and non-supported students and mainstream tutors expressed concerns over coursework and examination concessions being loaded in favour of supported learners. The supported students found coursework support helpful in empowering them with the appropriate skills to enable them to become independent learners and they praised their support tutors and support provision, but were critical of the examination service for failing to make reasonable adjustments for examination concessions. Support tutors raised concerns over testing and targets at the expense of differentiation and individual learning needs. Whilst the remedial/medical model has been replaced by the social/environmental model within learning support provision and practice, there has been a further paradigmatic shift in that, whilst the social/environmental model is still useful for pointing out barriers and how practice may be improved, it has been superseded within support practice by the post-social/individual model which looks at the complexity of individuals’ learning needs and empowers them to provide for their needs in a manner most appropriate for them. Keywords: adjustments, concessions, differentiation, disability, empowerment, equality, fairness, further education, higher education, inclusion, independent learning, learning support, specific learning needs, special educational needs, study skills support, widening participation.
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Ossiannilsson, Ebba, and Alastair Creelman. "From proprietary to personalized higher education - how OER takes universities outside the comfort zone." Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17303.
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Present trends in the mainstream adoption of educational technology coupled to the increased acceptance and adoption of openness in terms of sharing resources and open access force higher education into a radical rethink of its structures and educational strategies. This article examines the current shift in focus from the simple production and sharing of open educational resources (OER) towards wider concepts such as open educational practices (OEP) and cultures (OEC). OER involves mostly educators whereas OEP and OEC demand the commitment of management, administrators and politicians. This openness is already spawning alternative types of peer-based collaborative learning both inside and outside the formal education system. In particular the increased awareness of the importance of informal learning has raised a clear need for some kind of certification model and the current open badges initiative lead by Mozilla and several US authorities is examined and discussed. In 2011 the OER university partnership announced an innovative approach to combining formal and informal learning by planning to offer credible credentials for students who have acquired the necessary skills through their own learning paths. The road to future higher education may not be entirely behind the campus walls.
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Hlebnikovs, Pjotrs. "Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27347.
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The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions. The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles. Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time. The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English". The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.
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Nichols, Jennifer Lynn. "Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.
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Meier, Lori T. "Outside Curriculum, Currere, and Spaces of Learning: Embracing Tensions at the Margins of Teacher Education." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5885.
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Gwyn, Lydia C. "Thinking Outside the Building: Developing a Library Ambassador Program Across Campus(es)." Digital Commons@Georgia Southern, 2018. https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/75.
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In an effort to address declining university retention rates and to reach students who may not make it to the library for research help, the Sherrod Library at East Tennessee State University (ETSU) is in the process developing a peer-mentoring program. This program is one way the library can help the institution in its efforts raise student retention rates and improve student success. Peer learning programs have proven successful in tutoring centers and elsewhere in the university for decades, and research has shown that trained undergraduates are ideal candidates for delivering general reference and information literacy instruction to their peers (Bodemer, 2014). It is the library’s hope that seeding the campus with library ambassadors will help raise the profile of the library and information literacy on campus and at our satellite campuses as well.
ETSU’s Library Ambassador Program entails hiring undergraduates each fall and offering them two semesters of information literacy training with a specific focus on learning the databases within their respective fields. Once training is complete, ambassadors are deployed in the academic buildings of their majors to help students with research and to connect students requiring in-depth help to librarians. As word of the program continues to spread, requests for ambassadors at satellite campuses and at additional main-campus computer labs has grown, and in the Fall of 2018, the library plans to hire 20 additional ambassadors to meet these needs. It is the library’s goal for the Library Ambassador Program to continue to grow each fall until ambassadors are stationed in each computer lab, residence hall, and academic building on and off campus.
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Bomar, Shannon Hulbert. "From the Outside In: A Multivariate Correlational Analysis of Effectiveness in Communities of Practice." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862754/.
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Online communities of practice (CoPs) provide social spaces for people to connect, learn, and engage with one another around shared interests and passions. CoPs are innovatively employed within industry and education for their inherent knowledge management characteristics and as a means of improving professional practice. Measuring the success of a CoP is a challenge researchers are examining through various strategies. Recent literature supports measuring community effectiveness through the perceptions of its members; however, evaluating a community by means of member perception introduces complicating factors from outside the community. In order to gain insight into the importance of external factors, this quantitative study examined the influence of factors in the professional lives of educators on their perceptions of their CoP experience. Through an empirical examination of CoPs employed to connect educators and advance their professional learning, canonical correlation analysis was used to examine correlations between factors believed to be influential on the experiences of community members.
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Svensson, Nina. "TV, music and the Internet : Outside and inside the classroom at a lower secondary school." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2651.
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<p>Since the 1950’s medial resources have accelerated at an apparent pace. The access to several TV channels, to the Internet and to cell phones has increased and is available almost every student. In the society of today young people are exposed to media technology everywhere. It is apparent that children as well as adolescents and adults are affected by television, music, the Internet in one way or the other. The aim of this essay was to investigate if students think that TV, music and the Internet affect their English language learning outside the classroom. Furthermore, the purpose was also to see in what ways their teachers use these kinds of media recourses.</p><p>Questionnaires were handed out to three ninth grade classes (56 students) and interviews were made with their English teachers. The investigations showed that the majority of the students thought that they learned a lot outside of the school, mostly from TV and films. They claimed that they learned things like words, phrases and pronunciations.</p><p>Two of the three teachers who were interviewed used TV and music frequently in their teaching because they thought it was of importance to their students’ different learning styles, while the third teacher rarely used any of the resources mentioned above. Even though their methods differed they were of the same opinion that TV, music and the Internet have a huge impact on their students.</p>
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Kalinde, Bibian. "Cultural play songs in early childhood education in Zambia : in and outside of classroom practice." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60369.
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Cultural play songs are a world wide phenomenon in which children participate. The
current research explored settings where such cultural play songs occur; both in and
outside of pre-schools. Despite the availability of play songs in most cultural
contexts, combined with children's natural inclination to be actively involved in
playing and singing games, these cultural assets are generally not considered as a
pedagogical tool in Early Childhood Education (ECE). Therefore, the aim of this
research was to investigate the pedagogical significance of cultural play songs found
in and outside of pre-schools for ECE.
In this study, I investigated how play songs take place in both settings in order to
reveal commonalities and differences so that, when taken together, this knowledge
would enhance the understanding of how educators could optimally use play songs
in ECE contexts. An ethnographic research design was conducted within a
qualitative paradigm, incorporating non-participant observation, complete participant
observation, video recordings, and face-to-face interviews. For the first part of data
collection within pre-school settings, participants included thirty teachers from twenty
pre-schools in seven provinces of Zambia. During the second part of data collection
in a simulated out of school setting, participants included eighteen pre-school
children and an expert on cultural play songs. This resource person facilitated
sixteen cultural play song sessions in which the children and I actively participated.
Video recordings were made of all cultural play song activities in both settings,
supporting non-participant as well as complete participant observasions.
This empirical data provided evidence regarding the pedagogical value of play songs
as a cultural resource. As a result, play songs were collected in order to be
preserved and promoted for future use in ECE, thus defying the simplistic view that
they are mere entertainment. By drawing on Vygotsky's socio-cultural learning theory
and African traditional education perspectives as theoretical framework, the study
equally makes a scholary contribution towards play songs as a valuable indigenous
tool for teaching and learning in ECE. The results of the study indicate the following concerning cultural play songs: Firstly,
there is limited to non use of these songs in Zambian pre-schools compared to
English rhymes and Sunday school songs; secondly, they are not currently
considered as valid resources for teaching and learning; and thirdly, their use in ECE
depends on the teacher's knowledge, skills and perceptions, as well as on the
attitudes of school administration and parents. Recommendations are made for
flexible methodologies which nurture linkages between music practice in and outside
of school settings. Play songs as cultural resources support teacher and learner
interactions in musically and playfully stimulated environments.<br>Thesis (DMus)--University of Pretoria, 2016.<br>Music<br>DMus<br>Unrestricted
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Kostarigka, Eleni. "Learning history in and outside the classroom : how the interaction between museums and primary schools constructs understandings of history." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/54432/.
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It has been argued that the Educational Reform Act 1988, with the introduction of the National Curriculum (NC), effected changes in museum education (Hooper-Greenhill, 1994d: 240-241 Hein 2006:6). This study looks at the relationship between schools and museum education, and how it is mediated by the NC for History in Wales. The majority of existing museum data derives from studies that collect visitors' and children's views either during or after their visit. This study tries to bridge this gap by combining these two institutional settings, using history in the NC as a lens in order to study the relationship between these two social settings: schools and museums. The study takes two epistemological grounds into account. The first examines cultural policies, the NC, and the ways in which they represent or promote history. The second considers the ways in which people directly involved with these policies put them into practice. Simultaneously, it looks at how children respond to their visit to St Fagans: National History Museum (henceforth St. Fagans: NHM). The research data derives from classroom observations, before, during and after children's participation in the history workshops and activities offered to schools by St Fagans: NHM as well as from interviews with museum professionals, teachers and the history advisers for Wales. The findings show that the ways in which history is taught at the participant schools and through the history activities for children at St Fagans: NHM reflect the general direction of neo-liberal approaches to knowledge and learning. History teaching and learning appears to take an instrumental form, which places more emphasis on activities rather than knowledge and understanding. Learning through activities was a central demand of the progressive voices that demanded child-centred curricula in Britain during the late 1960s. Nevertheless, this shift is now taking place under different political and economic goals, which are in line with neoliberal directives that emphasise the learning of transferable skills through each NC subject. Additionally, the findings of the study suggest that workshops for history at St Fagans: NHM fail to equip children with analytic skills of knowledge and understanding. History is mainly restricted to the enquiry of superficial relations of objects and material expressions of social history, which do not allow children to grasp further the social relations and processes of the historical period studied. Moreover, with few exceptions, the workshops for history do not raise awareness of the particularities of Welsh history and its relations to the history of the other nations of Britain during the periods studied. Nevertheless, the analysis of the interview data shows that there is a certain level of unease about the directions of the NC as well as the character of St Fagans: NHM, as part of the National Museum of Wales. The participant teachers, museum professionals and history advisers are satisfied with the 'active' and enquiring character that school history seems to be taking on board, but there are some concerns about the ways in which these could be balanced out with historical knowledge and understanding, chronological awareness as well as the complicated social and political implications of the historical period studied and its connections to the present.
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Williams, Paige T. "Mapping Smallholder Forest Plantations in Andhra Pradesh, India using Multitemporal Harmonized Landsat Sentinel-2 S10 Data." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/104234.
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The objective of this study was to develop a method by which smallholder forest plantations can be mapped accurately in Andhra Pradesh, India using multitemporal (intra- and inter-annual) visible and near-infrared (VNIR) bands from the Sentinel-2 MultiSpectral Instruments (MSIs). Dependency on and scarcity of wood products have driven the deforestation and degradation of natural forests in Southeast Asia. At the same time, forest plantations have been established both within and outside of forests, with the latter (as contiguous blocks) being the focus of this study. The ecosystem services provided by natural forests are different from those of plantations. As such, being able to separate natural forests from plantations is important. Unfortunately, there are constraints to accurately mapping planted forests in Andhra Pradesh (and other similar landscapes in South and Southeast Asia) using remotely sensed data due to the plantations' small size (average 2 hectares), short rotation ages (often 4-7 years for timber species), and spectral similarities to croplands and natural forests. The East and West Godavari districts of Andhra Pradesh were selected as the area for a case study. Cloud-free Harmonized Landsat Sentinel-2 (HLS) S10 data was acquired over six dates, from different seasons, as follows: December 28, 2015; November 22, 2016; November 2, 2017; December 22, 2017; March 1, 2018; and June 15, 2018. Cloud-free satellite data are not available during the monsoon season (July to September) in this coastal region. In situ data on forest plantations, provided by collaborators, was supplemented with additional training data representing other land cover subclasses in the region: agriculture, water, aquaculture, mangrove, palm, forest plantation, ground, natural forest, shrub/scrub, sand, and urban, with a total sample size of 2,230. These high-quality samples were then aggregated into three land use classes: non-forest, natural forest, and forest plantations. Image classification used random forests within the Julia Decision Tree package on a thirty-band stack that was comprised of the VNIR bands and NDVI images for all dates. The median classification accuracy from the 5-fold cross validation was 94.3%. Our results, predicated on high quality training data, demonstrate that (mostly smallholder) forest plantations can be separated from natural forests even using only the Sentinel 2 VNIR bands when multitemporal data (across both years and seasons) are used.<br>The objective of this study was to develop a method by which smallholder forest plantations can be mapped accurately in Andhra Pradesh, India using multitemporal (intra- and inter-annual) visible (red, green, blue) and near-infrared (VNIR) bands from the European Space Agency satellite Sentinel-2. Dependency on and scarcity of wood products have driven the deforestation and degradation of natural forests in Southeast Asia. At the same time, forest plantations have been established both within and outside of forests, with the latter (as contiguous blocks) being the focus of this study. The ecosystem services provided by natural forests are different from those of plantations. As such, being able to separate natural forests from plantations is important. Unfortunately, there are constraints to accurately mapping planted forests in Andhra Pradesh (and other similar landscapes in South and Southeast Asia) using remotely sensed data due to the plantations' small size (average 2 hectares), short rotation ages (often 4-7 years for timber species), and spectral (reflectance from satellite imagery) similarities to croplands and natural forests. The East and West Godavari districts of Andhra Pradesh were selected as the area for a case study. Cloud-free Harmonized Landsat Sentinel-2 (HLS) S10 images were acquired over six dates, from different seasons, as follows: December 28, 2015; November 22, 2016; November 2, 2017; December 22, 2017; March 1, 2018; and June 15, 2018. Cloud-free satellite data are not available during the monsoon season (July to September) in this coastal region. In situ data on forest plantations, provided by collaborators, was supplemented with additional training data points (X and Y locations with land cover class) representing other land cover subclasses in the region: agriculture, water, aquaculture, mangrove, palm, forest plantation, ground, natural forest, shrub/scrub, sand, and urban, with a total of 2,230 training points. These high-quality samples were then aggregated into three land use classes: non-forest, natural forest, and forest plantations. Image classification used random forests within the Julia DecisionTree package on a thirty-band stack that was comprised of the VNIR bands and NDVI (calculation related to greenness, i.e. higher value = more vegetation) images for all dates. The median classification accuracy from the 5-fold cross validation was 94.3%. Our results, predicated on high quality training data, demonstrate that (mostly smallholder) forest plantations can be separated from natural forests even using only the Sentinel 2 VNIR bands when multitemporal data (across both years and seasons) are used.
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Wakefield, Megan Louise. "Informal peer learning between contemporary artists in Bristol and selected UK cities outside London : how do contemporary artists learn from their peers outside of formal education and what motivates them to do so?" Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/23035/.
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This research has been carried out as part of a collaborative doctoral award with partners Spike Island Art and Design Centre and University of the West of England. It employs a mixed methods approach, including participatory action research, reflexive practice and semi-structured interviews to explore artists’ peer learning in the context of literature from education theory, network theory, philosophy, art theory and sociology. It takes as research participants, artists from the Spike Associates Group, Spike Island, Bristol, and artists from self-organised groups and organisationally facilitated membership groups in several UK cities outside London. It found that peer interactions between artists are particularly significant in times of transition when peer learning pivots on mutual recognition, countering isolation, nurturing self-determination and accessing resources. The construction and reconstruction of practitioner subjectivities and practice identities is a significant peer learning process, often incorporating the initiation of spaces where practice identities can be temporarily suspended. Artists engage with artist-led groups in subtly different ways to organisationally facilitated membership groups. Participation in the former enables experimentation with roles and competencies in a fluid environment where a sense of shared purpose and ownership prevails. The latter are utilised less as ‘communities’ and more as resources to be exploited and graduated through. Informal conversation is a vital site of learning and a catalyst for practice and peer critique, although an important staging post against which to measure practice trajectories, is often problematic due to tensions arising from the need for challenge as well as support. Aspiration towards reciprocity, hospitality and generosity represents a common ethics of entanglement. However, this breaks down where there are conflicting beliefs about what constitutes exchanges of equivalent value. Visibility is a highly valued commodity amongst artists and they look to their peers for strategies to make practice visible to appropriate parties and to gain a clearer overview of regional and national artistic networks and communities. Much previous research on informal learning has been conducted in the fields of work-based learning or community education. This thesis provides a much-needed microanalysis of learning processes that occur in temporary communities that are at the same time social and professional spaces. It makes valuable tacit processes visible in these situations, and the research findings can be used to initiate, adapt and inform learning programmes in arts centres, self-organised groups and other informal settings.
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Tan, Lee Wee Lynde. "Adolescent literacies, multimodal textual repertoires and digital media : exploring sites of digital literacy practices and learning, inside and outside school." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587530.
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In this thesis, I have argued that only when literacy is understood as a 'social practice and the repertoires of the students who use it considered, can a spirit of learner-centeredness be enacted in Singapore's schools. It argues that adolescents engage in multi modal textual repertoires, in and out of school, which comprise the collective assembly, production on the go, mu!titasking and fun. These findings lead to an important understanding that literacy practices may be best understood as a complex configuration of school and home practices which cannot be easily disaggregated into separable school and home practices. This thesis also suggests that literacy and learning are inseparable in social practice, regardless of the sites of their occurrences. Rather than framing school and outside school as two clearly-bounded domains of literacy practices, this thesis contends that the connection between them is captured by the relationship amongst literacy demands, practices and technology affordances. Although this thesis shows that adolescents emphasise the social affordances of digital media in their out-of-school literacy practices, it argues that their participation in these practices have enabled them to meet the demands of their school work and thus sheds light on their ways of learning, namely learning by doing and social learning. Contrary to the widely-cited view that multiliteracies are paramount in this digital age, this thesis highlights the tension in adolescents' identities in learning and suggests that traditional print- based literacy in language learning remains key to their social futures. Drawing on the theoretical underpinnings of New Literacy Studies, this thesis adopted an ethnographic perspective to study ten 14-year-old Chinese adolescents' literacy practices in Singapore. Data for this thesis were collected over a period of eight months from participant observations, with video-and-audio recordings, conducted in a school in Singapore, semi-structured and in- depth text-elicited group and individual interviews, the adolescents' research diaries, and their artefacts from school and out-of-school literacy practices
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Gustafsson, Mikael, and Rikard Ask. "Betydelsen av utomhuspedagogik för elevers lärande inom naturvetenskap." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28798.
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AbstractOutdoor education is a concept of the idea where you teach matters. This study asks the question of what significance outdoor education has for learning in natural science and how motivation influence the learning of the students.For young students in natural science it is important that they have the possibility to vary their environmental setting to be able to get firsthand and authentic experiences of life, nature, society and culture in its natural place, so that they can use that in their early education. A variety of how the students learn should mix between literal- and sense-based learning. Several of the studies that we have researched shows the same thing, outdoor education has an impact on the knowledge and skillset within natural science for the students. Yet it is rarely used to the extent that maybe it should within education. It does however not stop there; outside education also motivates students to learn both in the outside and inside settings.
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Hoffmann, Bettina Elisabeth. "Competent and unaware of it : the development of 'tacit forms of key competencies' among adults in unpaid, informal learning situations outside formal employment." Thesis, University of Surrey, 2008. http://epubs.surrey.ac.uk/691/.
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This interpretive study focusses on women's and men's perceptions of their development of 'tacit forms of key competencies', and explores ways in which this learning experience, the development of 'tacit knowledge', takes place. All the research participants had taken, or were taking, time off paid work due to parenthood, caring responsibilities and/or being made redundant. The research combines biographical, ethnographical and phenomenological elements. Data are presented from in-depth, {socio)biographic interviews with 33 adults (25 women and 8 men), aged between 23 and 57 years, living in south east England.
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Kadora, Nadia. "Vad är meningen med religionskunskapsämnet? : Fyra svenska forskares syn på ämnets mening i jämförelsemed fem engelska religionsdidaktiska modeller." Thesis, Högskolan Dalarna, Religionsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28021.
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The aim of this literature study is to find out how four Swedish scholars identify themeaning of the subject religious education in Sweden. Thereafter the result of theSwedish scholars interpretation is to be compared with British theories on how religiouseducation may be applied in schools through different strategies and principlesdeveloped by five different RE scholars.The method used in this thesis is a systematic literature study with a qualitative hermeneuticmethod. The empirical literature is analyzed and interpreted by me and thereafterplaced in the right context to read how the scholars view the subject. Accordingto the scholars and the Swedish curriculum, the results showed that the Swedishscholars have a similar view on what they think is the meaning with RE. The fundamentalidea is that the education should be child-centered and evolve around pupilsknowledge, background and abilities to attain the purpose of the subject. Which willlead to an immersed knowledge, understanding, respect and tolerance for different religiouspositions.Both the British and the Swedish scholars agreed that the dominating secular and atheistpoint of view in the classrooms and in the society, constitutes challenges for theteachers to apply the different strategies to achieve the meaning of RE. The Swedishscholars opine that the RE needs to contribute to learning about and learning fromreligions through different perspectives that show religions from the inside perspectiveand the outside perspective.
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Mwapwele, Samwel Dick. "The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa." Thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28419.
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There is an ongoing debate on whether students’ use of mobile devices extends to academic purposes. In developing countries, mobile devices are argued to assist in reducing digital divide and foster educational use leading to poverty alleviation. Framework on students’ effective use of mobile devices for learning outside the classroom (SEUMD) is applied as lens. This research investigates, what influence effective use of mobile devices for learning outside the classroom has on academic performance of secondary school students in Tanzania and South Africa. An Interpretive approach on multiple case studies is employed. A mixed method approach is used that includes, close ended questionnaires, semi-structured interviews and direct observations. A secondary school in Dar-es-salaam and a high school in Cape Town were selected for data collection. Data was collected with Form IV students and their teachers and Grade 12 learners and their teachers. Mixed method is applied to investigate students’ and teachers’ use of mobile devices for learning outside the classroom. Descriptive statistics is used to analyse questionnaires and thematic analysis for interviews and observations. Both, students’ and teachers’ use mobile device to socialize, recreational purposes, searching for information and academic purposes. On academic purposes, mobile devices are used to make phone calls, send short message services and on Internet. Internet use encompass websites, search engines, social networks and instant messaging applications. Students’ save pocket money to buy airtime and Internet bundles. Students’ receive advice and assistance from peers on mobile devices to acquire and technical help. Key findings demonstrate students’ effective use of mobile devices includes WhatsApp and Facebook to communicate to peers, friends and teachers on educational issues. Students’ assist peers by sending pictures, audio and video files that expound on topic of interest. Academic content acquired through other Internet sources is shared to groups students interact with. The use of SEUMD provides for a new framework that merges technology adoption, concerns in the society and providing a sustainable solution. SEUMD extends discussion on technology adoption by focusing on adopters’ goals and analysing sustainability of attaining the goal through effective use. Adoption of a technology is thus assessed as a process that starts before adoption and continues after through sustainability.
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Steyn, Anna. "Where do Swedish Senior High School students learn most of the English that they know? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.
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The aim of this study is to investigate Swedish senior high school students’ Extramural English (EE) activities and their beliefs about learning English inside and outside of the classroom. EE is defined as English language activities that learners are engaged in outside the classroom, and includes activities such as listening to music, reading, writing, speaking, surfing the Internet, playing computer games, watching TV, YouTube and movies (Sundqvist, 2009, p. 1). The study also investigated possible gender differences related to students’ reported EE activities, and their reported attitudes about English. This study is based on questionnaire data. Twenty students participated in this study. 9 of 10 participants indicated that they believed that they are learning most of the English they know outside of school by daily contact with popular EE activities such as listening to music, followed by surfing the Internet, reading, watching YouTube, watching TV, playing computer games, writing, speaking and lastly watching movies. Boys reported a greater exposure to EE overall compared to the girls, more specifically, in their contact with music, computer games and writing and speaking in an EE context. Most of the students reported positive attitudes to English both inside and outside the classroom, but overall students reported more positive attitudes to the English that they use in their free time. The study has found no strong gender differences concerning students’ attitudes to learning English.
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Mwipopo, Marko. "Secondary School Graduates’ Personal Experiences in the Context of English-only Language of Instruction Within and Outside the School Setting in Tanzania." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20498.
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DISSERTATION ABSTRACT
Marko J. Mwipopo
Doctor of Philosophy
Department of Education Studies
June 2016
Title: Secondary School Graduates’ Personal Experiences in the Context of English-only
Language of Instruction Within and Outside the School Setting in Tanzania
This dissertation documents the experiences of secondary school graduates in Tanzania who were instructed primarily through the English language. The study specifically examines the extent to which the English language facilitated or impeded the participants’ learning. This issue is important because Tanzania’s main educational goal at the secondary level is to build an egalitarian nation under the Education for Self Reliance (ESR) philosophy, advocated by J. K. Nyerere in 1967.
The study employs symbolic interactionism as its primary method and utilizes frameworks and ideas from such fields as indigenous education and bilingual education. Works of scholars such as Frantz Fanon guided my work. The main focus of the study was to determine how Tanzanians see the language of instruction policy as relating to opportunity among students in secondary schools, i.e., whether Tanzanians frame the Swahili language as a problem, a resource, a right, or some other way, and how these language issues influence the cultural, economic, and political life of Tanzanians. Do Tanzanians see the Swahili language as a source of unity or divisiveness, as a means to some particular goals, or as a cause that needs to be fought for?
This dissertation consists of five chapters. Chapter I includes a brief description of the historical background of Tanzania and emphasizes ESR, the principle and core philosophy guiding Tanzanian education after independence. Chapter II is a literature review and an examination of the design of contemporary Tanzanian education and the problems and challenges faced by that system. Chapter III covers research methods used in my research, including an explanation of setting and context, analysis, and interpretation. Chapter IV presents findings of the study, including thematically grouped quotes and my interpretation of the quotes, grouped according to the three main views on Swahili and English languages. Chapter V bridges the research questions to the findings and reflects on the implications of the study and related literature for educational practice and policy in Tanzania.
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Mall, Christoph Jan Henrich [Verfasser], Filip [Akademischer Betreuer] Mess, Filip [Gutachter] Mess, and Ulrich [Gutachter] Dettweiler. "Education Outside the Classroom - Implications for students’ physical activity, stress regulation, learning and social dimensions / Christoph Jan Henrich Mall ; Gutachter: Filip Mess, Ulrich Dettweiler ; Betreuer: Filip Mess." München : Universitätsbibliothek der TU München, 2020. http://d-nb.info/1211725367/34.
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Güven, Sandra. "Matteboken.se – Ett verktyg för att studera matematik via nätet : En studie om hur elevers matematiklärande och förutsättningar till att lyckas med matematikstudierna kan stödjas utanför skolan." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-169212.
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Detta examensarbete handlar om elevers matematikinlärning och hur elevers förutsättningar till att lyckas med matematikstudierna kan stödjas utanför skolan. Alla elever har inte samma förutsättningar för att studera utanför skolan, vissa kan t.ex. få hjälp av sina föräldrar medan andra elever inte har den möjligheten. Matteboken.se är ett verktyg som erbjuder elever som studerar på högstadie- eller gymnasienivå alternativ hjälp för deras studier i matematik. Ett ytterligare syfte har således varit att undersöka hur matteboken.se fungerar som stöd för elevers matematikstudier och vilka som använder sig av detta redskap. Litteraturstudier och en enkätundersökning användes som metoder för denna studie. Utifrån ett studerandeperskektiv analyseras resultaten med hjälp av Stadlers begrepp, matematikens lärobjekt, matematiska resurser och studenten som lärande aktör. Analysen görs även utifrån teorier från tidigare forskning om nätbaserad undervisning, studier utanför skoltid, motivation att studera samt elevers självbild. Slutsatser som kan dras från undersökningen är att läraren och läroboken är för eleverna de viktigaste resurserna för deras matematikinlärning. Elever med tillgång till hjälp hemma erhåller ett högre medelbetyg än vad elever som inte får någon hjälp gör. De elever som använder matteboken.se är främst elever som läser högskoleförberedande program, elever som får hjälp hemifrån samt elever vars föräldrar har högre utbildningsnivå. Elever får hjälp och stöd genom att utnyttja de olika funktionerna på matteboken.se. Elever lär sig matematik på olika sätt och det gäller för dem själva att veta hur de bör agera för att ta till sig kunskaperna på bästa sätt. Eleverna måste alltså både lära matematik och lära hur man lär matematik.<br>This thesis is about students' mathematics learning and how students' opportunities to succeed with math studies can be supported outside of school. All students do not have the same opportunities to study outside of school; some may get help from their parents while other students don't have that option. Matteboken.se is a tool that offers students who are studying at lower or upper secondary level alternative means for their studies in mathematics. A further aim of this degree project has thus been to examine how matteboken.se works to support students' mathematics study and which students make use of this tool. Literature studies and a survey are used as methods of this study. From a student perspective the results are analysed by using the concepts developed by Stadler regarding mathematical learning; mathematical learning objects, mathematical resources and student acting as a learner. The analysis is also being made in regards to theories from earlier research on netbased teaching, studysituations outside of school, motivation to study and students' selfimage. Conclusions that can be drawn from the study are that students see the teacher and the textbook as the most important mathematical resources for learning. Students with access to help at home receive a higher average grade than students who do not receive any help. The students who use matteboken.se are primarily students who study college preparatory programs, students who receive assistance from home and students whose parents have a higher level of education. Students receive help and support by exploiting the various features on matteboken.se. Students learn mathematics in different ways, and it is up to them to know how they should act to absorb knowledge in the best way. Students must therefore learn mathematics as well as learn how to learn mathematics.
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Fallkvist, Anneli. "Out-of-School English and the possible effect it has on Second Language Acquisition : - a study on how students with different backgrounds acquire the English language outside of school." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131448.
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Second language acquisition is a field that has fascinated linguists for numerous years and is a topic that is very much connected to how English teachers in Sweden try to teach the English language to the students in their classrooms. In 2009 Sundqvist examined what possible effects extramural English could have on learners' oral proficiency and their vocabulary. In her study she found out that extramural English “is an independent variable and a possible path to progress in English” (Sundqvist, 2009, p. i). In 2014, three Swedish secondary- and upper secondary school teachers started a project for the Erasmus+. These three teachers tried to create better teaching conditions and to come up with new methods for teaching English. During their investigation they noticed that students who had only been in Sweden for four years or less, seemed to get less exposed to English in their spare time than native Swedish students, which created a disadvantage for them. Since the time when these two studies were carried out, the number of immigrants has increased drastically, which creates the need for further investigation within this area of second language acquisition. In this study, I therefore investigate how much and in what way students come in contact with the English language outside of school. I also examine if there are any differences between native Swedish students versus non-native Swedish students and if so, how this might affect the students and their grades in English. The study was conducted through the use of questionnaires and through observations of different teaching situations, including the participating teachers' methods and the participating students' reactions. The results show that there are differences between native- and non-native students when it comes to extramural English activities. The results also show that these differences seem to affect the students' grades in English, in favour of the native Swedish students. The native students tend to spend more time on extramural English activities, especially in connection to the Internet and computer games, than the non-native students. These results indicate that something needs to be done in order to compensate for the non-native students' disadvantage.
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Arcadias, Marie. "Apprentissage non supervisé de dépendances à partir de textes." Thesis, Orléans, 2015. http://www.theses.fr/2015ORLE2080/document.
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Les grammaires de dépendance permettent de construire une organisation hiérarchique syntaxique des mots d’une phrase. La construction manuelle des arbres de dépendances étant une tâche exigeant temps et expertise, de nombreux travaux cherchent à l’automatiser. Visant à établir un processus léger et facilement adaptable nous nous sommes intéressés à l’apprentissage non supervisé de dépendances, évitant ainsi d’avoir recours à une expertise coûteuse. L’état de l’art en apprentissage non supervisé de dépendances (DMV) se compose de méthodes très complexes et extrêmement sensibles au paramétrage initial. Nous présentons dans cette thèse un nouveau modèle pour résoudre ce problème d’analyse de dépendances, mais de façon plus simple, plus rapide et plus adaptable. Nous apprenons une famille de grammaires (PCFG) réduites à moins de 6 non terminaux et de 15 règles de combinaisons des non terminaux à partir des étiquettes grammaticales. Les PCFG de cette famille que nous nommons DGdg (pour DROITE GAUCHE droite gauche) se paramètrent très légèrement, ainsi elles s’adaptent sans effort aux 12 langues testées. L’apprentissage et l’analyse sont effectués au moins deux fois plus rapidement que DMV sur les mêmes données. Et la qualité des analyses DGdg est pour certaines langues proches des analyses par DMV. Nous proposons une première application de notre méthode d’analyse de dépendances à l’extraction d’informations. Nous apprenons par des CRF un étiquetage en fonctions « sujet », « objet » et « prédicat », en nous fondant sur des caractéristiques extraites des arbres construits<br>Dependency grammars allow the construction of a hierarchical organization of the words of sentences. The one-by-one building of dependency trees can be very long and it requries expert knowledge. In this regard, we are interested in unsupervised dependency learning. Currently, DMV give the state-of-art results in unsupervised dependency parsing. However, DMV has been known to be highly sensitive to initial parameters. The training of DMV model is also heavy and long. We present in this thesis a new model to solve this problem in a simpler, faster and more adaptable way. We learn a family of PCFG using less than 6 nonterminal symbols and less than 15 combination rules from the part-of-speech tags. The tuning of these PCFG is ligth, and so easily adaptable to the 12 languages we tested. Our proposed method for unsupervised dependency parsing can show the near state-of-the-art results, being twice faster. Moreover, we describe our interests in dependency trees to other applications such as relation extraction. Therefore, we show how such information from dependency structures can be integrated into condition random fields and how to improve a relation extraction task
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Ali, Heba. "How Can English Teaching Benefit from Students’ Extramural English in Secondary School 7-9?" Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40852.
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Abstract This empirical study investigates how students in secondary school 7-9 learn the English language outside of school, in an informal setting, and how they can benefit from it in a formal setting in school. The usage of digital technology is more common nowadays amongst youngsters than it used to be before. Digital technology has become a part of young people’s daily lives, whether it is for social media, schoolwork, gaming or blogging. Most students in Swedish secondary schools have their own computers, mobile phones, and have the opportunity to borrow an iPad from school, if needed. For this reason, it is relevant and interesting to investigate how students use their informal knowledge of English in a school setting, and how teachers take advantage of that knowledge. The research focused primarily on how the incorporation of extramural English can be used as a motivating factor for students to develop their English language in a formal setting. The results showed that students who are given the opportunity to use their previous knowledge in the classroom, appeared to be more encouraged to engage in classroom activities. They were also more motivated to work with the assignments handed to them. Teachers who involved students’ interests and previous knowledge in the classroom were experienced in the use of different media in the classroom and had good knowledge about students’ daily lives and experiences, something that helped them establish a positive teacher-student relationship. Keywords: extramural English, out-of-school English, teaching materials, motivation, informal- and formal settings, students’ perceptions.
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Britanová, Eva. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216047.
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New komplex of school buildings in Ostrava on Černá louka is the school with perspective for the future. It provides overall education and concentrate on maximum efficiency of learning proces. The idea links the theory with practical demonstration and intense learning with relaxation in nature enviromnemt. The teaching system support the independent activity of each individual and self-realization for everyone. The school allows some variability of internal organization of space and take into consideration the technology development and the capacity of youngsters to understand it and embrace it.
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Hargreaves, Beth A. "Learning from the outsider within: five women's discourses within the culture of the high school principal." Youngstown State University / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=ysu995482048.
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Oliveira, Livia Roberta. "Práticas musicais constituídas pelos alunos nos espaços/tempos livres no/do Conservatório Estadual de Música de Ituiutaba-MG." Universidade Federal de Uberlândia, 2015. https://repositorio.ufu.br/handle/123456789/18903.
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A presente pesquisa tem como objetivo compreender como se constituem as práticas musicais realizadas fora da aula de música, nos espaços/tempos do/no Conservatório Estadual de Música "Dr. José Zóccoli de Andrade” de Ituiutaba-MG. O aluno desse Conservatório é visto como um ser social, tecido por inúmeras características ligadas ao seu contexto sociocultural, e que têm relação direta com suas práticas musicais nessa escola de música. A partir de um olhar ligado às teorias do cotidiano, pretendeu-se também compreender quais eram essas práticas musicais, como aconteciam e se organizavam nos espaços/tempos em que os alunos estavam no Conservatório, mas, fora da aula de música, em espaços/tempos como corredores, pátio, hall e, até mesmo, na própria sala de aula, horários vagos, recreios, horários burlados, entre outros. O olhar teórico dirigido para essas práticas está fundamentado em alguns conceitos das teorias do cotidiano, sobretudo na perspectiva de Pais (2003); da música e da educação musical como prática social, na visão de Souza (2000, 2004, 2009); nas ideias de Brougère (2012) sobre aprendizagem no cotidiano; e nos conceitos de espaços/tempos, de Lindón (2000). Em uma abordagem qualitativa, o estudo de caso foi o método adotado nesta pesquisa, e os procedimentos de coleta de dados foram observações e entrevistas com alunos. Como conclusão, os alunos se organizam de diferentes formas para realizarem essas práticas musicais, algumas delas de forma prevista e outras não previstas, de formas individuais e/ou compartilhadas, e subsidiadas pela execução e escuta musical. As práticas musicais realizadas nos espaços/tempos livres da aula de música são ações importantes no contexto diversificado dessa escola de música, e que contribui para o entendimento dos processos de ensino/aprendizagem musical nesse Conservatório.<br>The present research aims at understanding how the musical practices are carried out outside music classes in the space/time in the State Conservatory of Music "Dr. José Zôccoli de Andrade" of Ituiutaba-MG. The student of this Conservatory are seen as social beings made of numerous characteristics due to their socio-cultural context, which is directly related to their musical practices in the school of music. From the point of view related everyday life theories, it was intended to also understand what those musical practices were and how they used to happen and to be organized in space/time when students are at the Conservatory but out of music class in space/time like hallways, patio, hall and even the classroom itself, free time between classes, at the unofficial break time, among others. The theoretical view directed to these practices is based on some concepts of theories of everyday life from the perspective of Pais (2003), of music education as social practice in the vision of Souza (2000, 2004, 2009), the ideas of Brougère (2012) about learning in daily life, and in the concepts of space/time of Lindôn (2000). In a qualitative approach, the case study was the method adopted in this research, and data collection procedures were observations and interviews with students. It is concluded that the students are organized in different ways to perform these musical practices, some of them expected and not expected, individual or/and shared ways and grounded on performances and musical listening. The musical practices carried out in the space/free time music class are important actions in the context of this diversified School of music, and that contributes to the understanding of the teaching/learning processes in the musical Conservatory.<br>Dissertação (Mestrado)
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Nascimento, Marcos Antonio. "Atendentes de desenvolvimento infantil se formam professoras: um olhar sobre o curso normal superior fora de sede da Uniararas." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2057.
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Previous issue date: 2010-02-10<br>This research has the objective to understand, under the view of former students, the contribution of the Curso Normal Superior Fora de Sede [Early Childhood Education
Graduate Program Outside the Campus] (CNSFS)named Programa Especial de Formação Pedagógica Superior [Special Childhood Education Graduate Program], by Hermínio
Ometto University Center (Uniararas) which provides graduation for Early Childhood Educators (ECE) in the teaching network of the City of São Paulo from 2005 to 2007. The Program relies on the former teaching experience of non-graduate professionals in the public teaching network enabling them to achieve their graduation in the course of two years, with a setting of 2.800 hours which is equal to programs that offer graduation in the course of three years. 12 teachers, former students from this Program, collaborated with the research answering an application and being interviewed. The analysis of the data relied on a reference about distance education as long as the course is attended outside the campus and the
graduation of educators. The data revealed that the course contributed to the personal lives of the students as long as to their Professional development, especially in the way they performed their work with children in their workplace.<br>Esta pesquisa tem como objetivo compreender, sob a perspectiva de ex-alunas, a contribuição do Curso Normal Superior Fora de Sede (CNSFS) denominado Programa Especial de Formação Pedagógica Superior , do Centro Universitário Hermínio Ometto (Uniararas) para a formação em nível superior das Atendentes de Desenvolvimento Infantil
(ADI) da rede Municipal de Ensino de São Paulo no período de 2005 a 2007. O Programa aproveita a experiência docente e possibilita aos profissionais em exercício nas redes públicas
de ensino, a realização do curso em nível superior em dois anos, com carga horária mínima de 2.800 horas - equivalente aos cursos de graduação com duração de três anos. Como
colaboradoras a pesquisa contou com 12 professoras, ex-alunas do Programa, que responderam a um questionário e participaram de uma entrevista. A análise dos dados pautouse
em referencial sobre educação a distância visto o curso ser fora de sede e formação de professores. Os dados revelam que houve contribuição do curso tanto para a vida pessoal
como para o desenvolvimento profissional das participantes, especialmente no modo como passaram a conduzir o trabalho com as crianças nas instituições em que trabalham.
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Haglund, Matilda. "Att lära sig sluta missbruka : En studie av kamratstöd på Internet." Thesis, Malmö universitet, Institutionen för socialt arbete (SA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44428.
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Traditional help services have problems reaching out to people with substance abuseproblems. Some individuals choose to seek help for recovery from anonymous others online.This study examines the social support within an online support group for individualssuffering from drug abuse, specifically, the drug rehabilitation forum on the Internetcommunity Flashback forum. By looking at the social support in the forum through aqualitative content analysis nine forum threads have been examined. To seek help from otherswithout the pressure of going straight edge as well as an easily accessible tool for differentstages of the process of recovery, the Internet community and forum is an alternative helpchannel and/or complement to traditional services and support. The study also shows that, aswell as social learning theory can explain how individuals begin drug abuse, the theory canalso shed light on how individuals learn to stop their drug abuse.
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CHANG, Kuan-yi, and 張冠儀. "A Study On Learning By Playing Outside Classrooms." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/33545941629899146263.
Full textAbstract:
碩士<br>淡江大學<br>建築學系<br>90<br>The purpose of this study is to find out new design issues of the primary school outdoor space through participatory observation. Current teaching programs require much more than what many old campus could provide. Developing new methods on using such space in existing schools depends on creative activities. The objectives of this study are as follow:
a)Finding out the special resours in the study case through teaching activities.
b)Guiding students to generate their own learning environments through activities, through which new behavior are developed.
c)Discussing the role of the school environment in the playing programs.
The theory of this study is based on learning by playing and school-based curriculum development. Playing themes are developed by using concepts of curriculum and environmental awareness along with the objectives of this study and the different types of games categorized by Edgar Klugman. The method is to choose the suitable game according to the characteristics of the school space, then apply it to a school and record the process as a proof of the analysis of school environment.
This study considers the school environment as a teaching tool and through the method of learning by playing to shorten the distance between students and school environment. The findings of this study are as follow:
a)A set of design issues developed based on learning by playing.
b)Advocating the Recreating experiences of the school space.
c)The school problems generated by playing.
d)Redefining the school environment.
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Hodges, Diane Celia. "The falling scholar : essays in the outside." Thesis, 2000. http://hdl.handle.net/2429/14625.
Full textAbstract:
"The Falling Scholar - Essays in the Outside" is a collection of six essays that
explore the effects and affects of crisis in the contexts of academic writing.
Crisis, from the Greek root word, Krinein, means "to turn;" and is applied in a
variety of historical settings that allow for the writing itself to turn towards writing. As
the writer, I am always in a position of turning towards, or away from the crisis as a site
of learning, or of turning the crisis into something else. These essays constitute a
performance-writing that attempts to expose new possibilities in meanings and
interpretations through "turning," and for revealing the subject-in-process. The subject-in-
process is an identity that flows in and out of each effort to address the crisis: whether
personal, social, or political, each crisis is an event for turning towards what might not
yet be written about how we understand ourselves as authors of our bodies.
These essays are invested with a writer's vigilance, attending ceaselessly to the
ways writing can refuse, deny, displace, disguise, conceal, and protect what might be
revealed in writing. By locating this work in the university, I have tried to explicate the
conflicts and contradictions that arise for women who are writing within the
institutionalized discourses that originate in a historically misogynist vernacular. The
"poetic conscience" is foregrounded as what might assist in writing outside of the
traditional academic language practices, and each essay contains stories that work to
disclose what is so often closed or forbidden by university writing systems. It is a writing
that subjects the reader to the process of the writer's learning to write as an intellectual
and as an artist - an initial effort to perform intellectual artistry as a passionate practice,
and as a performance of the passionate intellectual.
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Luo, Wei-Yu, and 羅偉毓. "Design and Implementation of Mobile Learning Platform for Conducting Outside Mobile Learning Activities." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/14465962624909124366.
Full textAbstract:
碩士<br>淡江大學<br>資訊工程學系<br>92<br>This article presents the design and conduct of outside mobile learning activities, the implementation of mobile learning platform and the investigation of their impacts on students learning. The developed mobile learning platform provides learners with the common and useful functions, which are categorized into learning flow design module, upload/download module, video management module, audio management module, note-taking module, file exchange module, chat module, presentation module, and grading module, making the construction and implementation of learning activities easier. With the assistance of designed mobile learning platform, students gain more opportunity of interaction from learning activities and increase their spontaneity in information exploring as well as motives for active learning. The impacts of outside mobile learning activities with the assistance of mobile learning platform on learning performance are investigated. Participating in the outclass activity and study in an unburdened, freely, and lively ambience, students can have better learning performance as well as broaden scope of learning.
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Tonoian, Lilit. "English Language Learning Inside and Outside the Classroom in Portugal." Master's thesis, 2014. http://hdl.handle.net/10362/13616.
Full textAbstract:
This study investigates the way of learning the English language in Portugal. First-year students of the faculty of Social Sciences and Humanities of New University of Lisbon were selected as participants in the case study. As data collection tools a questionnaire and focus-groups were used. 115 students completed the designed questionnaire and after that 12 students were selected for the more detailed focus-group discussions.
Results of the research show that most part of the students´ English knowledge is received from outside the classroom by means of movies, songs, computer games, the Internet, communication with friends and other sources. Also, the results show that motivation is very important in language learning process and motivated students acquire the language faster and easier.
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LU, KUEI-MIAO, and 盧癸妙. "Outside of Classroom-Creating a Learning and Interactive Campus by A Pattern Language." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/436zmg.
Full textAbstract:
碩士<br>實踐大學<br>建築設計學系碩士班<br>106<br>Why do class and learning must be in the classroom?
When I felt a lot of pressure,I needed a place to a relax but there was no ideal place.
It is impossible to people to stay indoors all the time, maybe they don't spent much time on outdoors , but it is necessary.
Try to find a good quality outdoor place by observing the park's space. There is an unusual case in real life, Treasure Hill Village, through the experience and feelings of Treasure Hill Village, to find a book named A Pattern Language which is the most similiar to the way Treasure Hill Village built.
And how does the pattern come from, seeing the pattern through the previous design case, it actually exists around the daily life. So I started to manipulate the patterns in the book and began to look at the space from another point. It pointed out a lot of things that everyone knows, but there is no one to describe this normality.It like a checklist. In this way, A Pattern Language played as a checklist , let the students participate in the use, and get some information and statistics, then use these as a basis to start to improve the campus space.
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Odegard, Harold. "Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school." Thesis, 2019. https://hdl.handle.net/2144/35741.
Full textAbstract:
For many teenagers, learning to play guitar might only involve themselves and one or more of their peers interacting outside school. Music education research, however, does not reveal the spectrum of ways in which adolescent musicians interact to learn peer-to-peer. The purpose of this study was to examine this process: how adolescents verbally and nonverbally communicated to learn music together and without adult teachers.
Two research questions in this study addressed how systems of meanings emerged in adolescent musicians’ processes of talk. The first was: How do participants learning jointly and independently communicate with a peer outside school? The second question was: How do participants assess independent learning along with their peer and joint learning outside school?
The participants were six adolescent guitarists from El Paso, Texas. The final candidates included five males with Hispanic backgrounds and one Mexican-American adolescent male. Data were collected in three observations of the guitarists learning in pairs. Data were also collected in interviews, artifacts, and field notes. Discourse analysis involved review of recorded observations, field notes, and transcripts. Data were coded and parsed into categories. Multiple systems of meanings emerged in themes. Quoted material helped to explain the discourse themes. Three sets of findings included main dialectic discourse themes: together–individual, unreserved–reserved, and established–undetermined. Four identity discourses—self-learner, coach, musical artist, and friend—emerged from participants’ dialogues. Three themes indicated how participants individually assessed learning, and two themes showed how joint evaluations emerged peer-to-peer.
This study and its results highlight a spectrum of ways adolescent musicians use everyday talk to learn music outside school. Findings in this study might empower music teachers to facilitate their students’ own peer dialogues. Future research can build on the foundation of findings here, which raise questions for exploring how communication outside school might compare with communication in school, how peer-to-peer music learning might be facilitated, as well as implications about why certain types of communication influence music learning.
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Osman, Ruksana. "The recognition of prior learning (RPL) : an emergent field of enquiry in South Africa." Thesis, 2003. https://hdl.handle.net/10539/23937.
Full textAbstract:
A thesis submitted to the Faculty of Humanities, University of the Witwatersrand
in fulfilment of the requirements for the degree of Doctor of Philosophy in
Education<br>The recognition of prior learning (RPL) is framed in the discourse of equity and
redress. It is tasked with transforming education and training and bringing about
opportunities of access to those whose educational paths were disrupted by
apartheid. While policy in higher education has a vision, conditions on the ground
remain unexamined, bringing to the fore complex challenges which relate to prior
knowledge on the one hand and its capacity to compete with academic ways of
knowing on the other, begging the question: Can RPL deliver on espoused goals
of equity, access and redress?
This research utilises critical education theory and qualitative research to enquire
into participants', recipients' and implementers' perceptions of RPL programmes.
In particular the research probed the epistemological and philosophical framings
of such programmes, participants' perceptions of the capacity of RPL to deliver
equity and redress in education and their ideas for changes and improvements to
future RPL programmes and practices.
The predominant research method consisted of in-depth interviews with 37
respondents in five RPL projects within four institutions of higher education in
South Africa, 14 of whom were academics who implemented RPL, and 23 of
whom were RPL students who were the recipients of RPL. In addition, scholarly
articles and reports written by the academics as well as RL portfolios, compiled by
the students were used as source material. The research results are reported as
institutional case studies reflecting the initial responses to RPL in higher
education and the ideas, beliefs and perceptions that animate them. The case
studies provide a picture of the institutional environment in which RPL operates,
and highlight the different levers that are shaping and influencing the practice of
RPL in South Africa.
The research results show that RPL in practice raises personal questions for those
who implement it and for those who receive it - questions about themselves as
raced, gendered and classed actors. Different academics have responded to these
personal questions in varied ways resulting in contending versions of RPL
propelled by different epistemological orientations. On another level the research
results show that RPL in practice requires institutional support from senior
managers in particular, that such support needs to be driven by an institutional
vision and an institutional champion. In the institutions in this study these
variables were largely absent. Equity and redress on their own have not been the
levers for the implementation of RPL in higher education in South Africa.
Keywords: Access; Assessment of Prior Experiential Learning; Equity;
Higher Education; Recognition of Prior Learning; South Africa<br>AC 2018
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Lin, Yih-wen, and 林羿妏. "Revealing the secret of the treasure map: Research on the art learning process of Dojinshi in school and outside of the school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/75263230452743640959.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>美術研究所<br>91<br>Revealing the secret of the treasure map: Research on
the art learning process of Dojinshi in school and outside of the school
Summery
Contemporary Art education break through the realistic art one-direction development, which has brought the new art formats and contents to students other than the traditional art education. The new art education has gradually close to the public culture, local culture and multi culture. To expand on the art education field of research, this research try to investigate the art learning process from a group of art creators in the comic forum, who is deeply influenced by the public culture. Analyzed their learning process to see if there are any relations between in school and outside school art studies. From the research, hope to find useful results for the future Taiwan art education.
This research is using both qualitative and quantitative methods by observing, filling out questionnaires and personal interviews three stages for information collecting, also present in Taipei major tradeshows for random sample collecting.
On the observing stage, tradeshow visitors are the research group, also focus group, one-day observation on one comic creator, questionnaire filling and intensive interviews. All samples are from comic creators in major tradeshows.
Samples are being categorized into quantity and quality information. Both quantity and quality information are use to compare, or to proof of any evidence on the research result.
After analyzing all collected information, find that there is hard to draw a clear line on the differences have in school and outside of school art studies for Dojinshi.
The result of this research can be discussed in two different ways, the differential relations and the influential relations.
1. Different personal art background is possible to have a different experience in school art leaning. The differences between in school and outside of school art learning are learning environment, study goal and learning method. But, from the result of in school art influence, research result finds that there is no influence model in Dojinshi or professional comic creators what so ever.
2. On the influential relations, according to the research result, there are four findings of possible relations between in school and outside school art learning for Dojinshi.
l Personal Interest
School art education is not the influence factor for them to get interest in comic creations, but constantly in touch with comic art creating information outside of school could possibly improve their willingness to learn art in school.
l Comic creating skills
Drawing skill is essential to comic creation that is agreed by the most comic creators. No matter what personal art background a comic creator has, Dojinshi think that school art education is a good way to improve on their drawing skills.
l Creative concepts and Aesthetics
Majority of Dojinshi thinks that school art education does not have influence on their creativity, and comic creators who have professional art education agree on the comments more than creators who do not have professional art education. On the comments of Dojinshi’ artworks does influence school art creative concepts, is highly agreeable among Dojinshi.
l Support and appreciation for comic art creation
From research finding, schoolteachers think that comic art is a possible factor to influence in school and outside school art learning. Schoolteachers do not appreciate comic art, which is the reason for them to suspect the relations, or give them an excuse to claim any relations between the in school and outside school art learning.
3. Useful research result for better Taiwan art education
l Comic forum has taken over part of the art education functions, it has provided a new way of art learning. Schools are not necessary to against students’ spontaneous art creating activities.
l Art teachers should be more open minded to any forms of art creation.
Art teachers should have a broad view to see art; public art is also in the art field, which should not be excluded, so does the art related subculture.
l School art education should not impose the existing art value to student.
From research findings, Dojinshi have the conflict on the in school and outside school art learning concepts; it is because schools reinforce the art value and give the student pressures to create certain forms of art. So, school should not insist on only one kind of art value, but all of the possibilities in art.
Key word: Dojinshi, students’ spontaneous art creating activities, art education, visual culture, students’ subculture
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Sun, Jui-Lin, and 孫瑞璘. "The Junior High School Students Satisfaction and Learning Effectiveness of Outdoor Education－A case of Outside Teaching by Students in Puli Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/66378732579884439917.
Full textAbstract:
碩士<br>亞洲大學<br>休閒與遊憩管理學系碩士在職專班<br>100<br>The communication and network become easily and quickly in modern society. That makes the students' learning no longer confined to the campus, the ability of observing the ambient things it's becoming important. The outdoor education has become one of the regular activities in elementary and junior high school. Outdoor education in recent years has evolved turnover of the contractor from full-time travel agent, the location of the trip, the arrangement of concents and the experience of stuednts whether satisfaction are the most important factors in the outdoor education.
Through research to understand the change of the effectiveness of learning "graduation trip" pre-departure expectations, satisfaction, and participation in extracurricular activities after their own interaction with others and the environment. Hope to understand from the research to the arrangements of outdoor education for students, whether it can meet the educational purposes of the outdoor education. The objects of questionnaire are 620 ninth grade students who have participated in three days and two nights outdoor education activities in Puli Junior High School, Nantou County ( November 17 ~ 19, 2011) . In accordance with the findings of the survey to know the relationship of the student pre-tour expectations, satisfaction and learning outcomes.
According to analysis found that satisfaction will positively influence the effectiveness of learning and self-improvement of students, interpersonal and tourism activities affect each other.
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Lai, Pei-Yi, and 賴佩儀. "A Study related to the Personal Experiences and Learning Attitudes in Outside-School Daycare Centers of the Elementary Schools’ Higher-Grade Students in Kaohsiung." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/44672795486473447326.
Full textAbstract:
碩士<br>國立臺南大學<br>教育學系課程與教學教學碩士班<br>104<br>In an attempt to find out the relationships between the current status, personal experiences, and learning attitudes of elementary schools’ higher-grade students attending outside-school daycare centers in Kaohsiung after school, this study surveyed the higher-grade students of public elementary schools in Kaohsiung using questionnaires. 10 schools were selected for research; 576 effective samples were acquired using the “Scale of higher-grade students’ learning attitudes in elementary schools” developed by the author; data was analyzed by a number of statistical methods such as descriptive statistics, t test, and hierarchical regression. Findings are summarized as follows:
1.Current status of elementary schools’ higher-grade students attending outside-school daycare centers after school:
(1) More than half of higher-grade students attend outside-school daycare centers after school.
(2) As far as higher-grade students attending outside-school daycare centers are concerned, more than 70% of students have attended daycare centers more than 3 years.
(3) As far as higher-grade students attending outside-school daycare centers are concerned, more than half of students receive daycare services more than 3 hours daily.
2. As far as higher-grade students attending outside-school daycare centers are concerned, students of different higher grades did not reveal significant difference in terms of their learning attitudes.
3. Higher-grade students’ learning attitudes vary, depending on whether they attend outside-school daycare centers after school or not.
4. As far as higher-grade students attending outside-school daycare centers are concerned, their participating motivations affect their learning attitudes with a significant difference.
5. Students not attending outside-school daycare centers have the best learning attitudes, followed by the students attending outside-school daycare centers voluntarily. Students attending outside-school daycare centers involuntarily have the worst learning attitudes.
6. After attending outside-school daycare centers for a long period of time and spending long hours in daycare centers day after day, students’ learning attitudes tend to be negative and passive.
7. As far as higher-grade students attending outside-school daycare centers are concerned, the learning attitudes of the students attending voluntarily are not influenced by the number of years and the number of hours in the daycare centers.
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Boyle, Bettina Helth Arnum. "Online Tables & Tablecloths: Facilitating Space for Online Learning & Collaboration." Thesis, 2009. http://hdl.handle.net/1807/18115.
Full textAbstract:
This thesis describes the researcher’s journey as an online facilitator and reflective organization development (OD) practitioner as she explores how to nurture and cultivate space for learning and collaboration in an online community of practice. The research setting is a small group of mostly volunteers in a national health charity. The researcher adopts a reflective practitioner research approach engaging in a continuous process of story-telling throughout the thesis. She struggles with questions such as her own dynamic role as an outside facilitator, the role of technology, dilemmas of emergence versus design and discovery of purpose. Rather than arriving at a to-do-list for potential online facilitators, she discovers that hosting café style conversations, setting the online tables and enabling space for learning, collaboration and aliveness is more a matter of the facilitator’s capacity to listen, to be authentically present and to relinquish control.
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Huang, Yachin, and 黃雅琴. "An Investigation into the Possibility of Shortening the Gap between Learning and Applying by the School-Outside Internship: A Case Study of Technical Vocational Colleges Students’ Internship in Tourist Hotel Industry." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/60681410250840123629.
Full textAbstract:
碩士<br>靜宜大學<br>觀光事業學系<br>101<br>For tourist hotel industry, in addition to staff expertise and work experiences, attitude is also an important point emphasized in this field. In order to make tourism hospitality professionals cultivated by schools meet the needs of the tourist hotel industry, technical vocational colleges and universities have been actively promoting the internship training so as to shorten the gap between the learning and applying.
The main purpose of this study is to explore the opinions about the school-outside internship in tourist hotel industry from the aspects of the tourist hotel industry and interns through the semi-structured interviews. Therefore, the subjects of this study are 3 senior managers in tourism hotel industry and 20 interns from technical vocational colleges.
Based on the semi-structured interviews, the findings of the study are summarized as follows:
Both senior managers in hospitality industry and interns from technical vocational college have opinions of the clear goal of internship should be made based on the mutual demand of hospitality industry and interns and the curriculum of the internship should be designed flexibly. Furthermore, owing to meet the success work with the immediate employment, teachers in school should participate in the internship program more often which will help to meet the need of the field from their class teaching.
On the basis of the study findings, the suggestions are made as follows:
1.The field should assign the people who specifically work as the instructors to offer the guidance to the interns.
2.Both the school and the field should draw a plan on cultivating the middle-level leaders.
3.To increase the frequency of school-returning discussion when students are during their internships.
4.Students should realize the differences between the internship and a part-time job and try to win the field’s trust for themselves and their schools.
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Janakk, Lisa. "A management model for the recognition of prior learning (RPL) at the university of South Africa." Diss., 2011. http://hdl.handle.net/10500/5801.
Full textAbstract:
This study explored the implementation of the recognition of prior learning (RPL)
at Unisa by investigating the strengths and weaknesses of the RPL methodology,
instruments and processes when taking students through the RPL process. The
successes and challenges experienced by the RPL academic advisors and the
academic assessors were determined and guidelines provided for the effective
implementation of RPL at Unisa. The empirical research design was exploratory
within a qualitative framework employing participant observation, focus group
interviewing, individual interviewing and the distribution of questionnaires that
consisted of open-ended questions. The research sample comprised 26
purposefully selected participants. With regard to the research findings, the
challenges include a lack of administrative support, a lack of support from top
management and the academic staff, and a lack of communication between
management and the RPL department. The strength of the RPL department lay
in its well-documented process manual.<br>Teacher Education<br>M. Ed. (Education Management)